RESEARCH AND DEVELOPMENT CENTER IN STIMULATION. …

ED 035 993

TITLE

INSTITUTION

SPCNS AGENCY

LEPORE NOBUREAU NOPUB DATECONTRACTNOTE

EDRS PRICEDESCRIPTORS

DOCUMENT RESUME

EA 002 781

RESEARCH AND DEVELOPMENT CENTER IN EDUCATIONALSTIMULATION. QUARTERLY REPORT.GEORGIA UNIV., ATHENS. RESEARCH AND DEVELOPMENTCENTER IN EDUCATIONAL STIMULATION.OFFICE CE EDUCATION (DHEW) , WASHINGTON, D,, C. BUREAUOF RESEARCh..R-16BR-5-025031 JUL 69OEC-6-10-0040P.

EDRS PRICE MF-4)0.25 HC-$2.10ART EDUCATION, CCGNITIVE DEVELOPMENT, *DEVELOPMENTALPSYCHOLOGY, *EARLY CHILDHOOD EDUCATION, EDUCATIONALDISADVANTAGEMENI, *EDUCATIONAL PROGRAMS,EXPERIMENTAL SCHOOLS, LANGUAGE ARTS, MATHEMATICS,MUSIC EDUCATION, PHYSICAL EDUCATION, *PROGRAMEVALUATION, RESEARCH AND DEVELOPMENT CENTERS,*RESEARCH PROJECTS, SCIENCES, SOCIAL SCIENCES

ABSTRACTDURING THE QUARTER COVERED EY THE REPORT (APRIL-JUNE

1969) THE CENTER'S MAJOR CBJECTIVE WAS THE PRODUCTION OF "MODELS FOREARLY EDUCATIONAL STIMULATION DESIGNED TO CAPITALIZE TO AN OPTIMUMDEGREE ON THE CHILD'S EARLY LEARNING POTENTIAL." THE CENTER'SSUBORDINATE AIMS AND RELATIONSHIPS WITH OTHER INSTITUTIONS AREEXPLAINED AND FIVE MAJOR PROGRAMS ARE LISTED: (1) ADMINISTRATIVE (2)SUBSTANTIVE--INCORPCRATING CVER 30 PROJECTS UNDER SEVEN HEADINGS(ART, LANGUAGE ARTS, MATHEMATICS, MUSIC, PHYSICAL EDUCATION, SCIENCE,AND SOCIAL SCIENCE) ; (3) DEVELOPMENTAL PSYCHOLOGY; (4) EVALUATION;AND (5) TECHNICAL SUPPORT (STATISTICAL SERVICES, PUBLICATIONS,DISSEMINATION, AND FIELD CENTERS). PRINCIPAL STAFF MEMBERS FOR EACHPROGRAM AND PRCJECT ARE NAMED, AND EACH OF THE FIVE MAJOR PROGRAMS ISDESCRIBED. TAXONOMY CODE SHEETS LIST 17 BASIC ELEMENTS FOR EACH OfTHE SEVEN SUBSTANTIVE PROGRAM HEADINGS. A LIST OF 33 PUBLICATIONSPREPARED EY CENTER PERSONNEL IS APPENDED. (JK)

LiNreN cC:7C:1w

Research and Development Centerin Educational. Stimulation

QUARTERLY REPORTTO .

THE UNITED STATESOFFICE OF EDUCATION

JULY 31, 1969

UNIVERSITY OF GEORGIA ATHENS, GEORGIA

QUARTERLY PROGRESS REPORT:

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

RESEARCH AND DEVELOPMENT CENTERIN EDUCATIONAL STIMULATIONThe University of GeOrgiaAthens, Georgia

to

THE UNITED STATES OFFICE OF EDUCATION

Report Number 16May 1, 1969 to July 31, 1969

Center Number 5-0250Contract Number OE 6-10-061

Executive Committee of theLocal Advisory BoardJoseph A. WilliamsWarren G. FindleyStanley H. Ainsworth

DirectorEugene M. Boyce

ADMINISTRATIVE REVIEW

Work on Center Focus

Since the beginning of fiscal year 1969, a major administrative goal

has been to sharpen the operational focus of the Center and to strengthen

materially the evaluation and developmental psychology dimensions of the

program. Substantial progress has been made in all these areas during

the quarter ending July 31. Intensive evaluative and planning activities

by the Coordinating Committee were continued throughout this quarter.

(The committee consists of the Director and the three Associate Directors

for Substantive Programs, Evaluation, and Developmental Psychology.)

The strategy throughout the planning was to concretize the general

goal of the Center into specific operational objectives, each of which

could be expressed in a single program backed by a rationale understandable

to both the professional and the lay public. Near the end of the quarter

(July 22-23) Dr. James 0. Miller, Director of the National Laboratory on

Early Childhood Education, serving as consultant to the Center directorate,

was of great help in bringing program planning to a focus. This focus was

expressed as follows: "The Georgia Center produces models for early

educational stimulation designed to capitalize to an optimum degree on

the child's early learning potential."

National Advisory Panel

The National Advisory Panel met at the University of Georgia on

July 1, 2, and 3. The panel's report is attached (see Appendix I).

Field Centers

Under the direction of Dr. Everett T. Keach, Associate Director for

Substantive Programs, work has been concentrated on curriculum materials

in seven subject areas for the Clayton County project. It was decided

in January, 1969 that the Center should assume responsibility for the

total curriculum in this project.

Relations with Other Federal Projects

On April 15 the Follow Through/Washington Office contacted the Georgia

R&D Center concerning the possibility of having the Center act as sponsor

for several Follow Through projects. Dr. Charles D. Smock, Associate

Director for Developmental Psychology, was given responsibility for this

program. On May 13 and 14 the following contracts were agreed upon for

the 1969-70 school year.

FOLLOW THROUGH CONTRACT INFORMATION

School Board Contracted Amount

Lee County School BoardJonesville, Virginia(Mrs. Charles Cox)

Guilford County Board of EducationGreensboro, North Carolina(Mrs. Eleanor Boyd)

$ 17,710

12,320

School Board Contracted Amount

Martins Ferry Board of EducationMartins Ferry, Ohio(Mr. James Henthorn)

$ 6,160

Gulfport Municipal Separate School District 18,480Gulfport, Mississippi(Dr. Mercer Miller)

McCormidkCounty School District 11,550McCormick, South Carolina(Miss Helen R. Brown)

Pickens County Board of Education 17,325Jasper, Georgia(Mrs. Emogene Darnell)

Sub Total $. 83,545

Federal ContractOEG -0 -8- 522479 -6417 (100) 82.915

Total $166,460

Planning for Site Visit

Dr. C. Ray Carpenter, member of the National Advisory Panel, consulted

with the Director of the Center on June 17 and 18 concerning preparations

for the Site Visit scheduled to take place November 3, 4, and 5. The

National Advisory Panel had recommended at its July meeting that some

special attention be given to preparation of the reports to be presented

to the site visit team.

University Relations

During this quarter Dr. Charles Smock, Associate Director for

Developmental Psychology, held several meetings of experienced developmental

psychologists on the Georgia Campus. This was done with a view to promoting

maximum input for the Center through contributions from specialists in

their field.

Relations with State Agencies

On May 23 the Center Director and Miss Sarah Duncan, Coordinator for

Dissemination, spent the day with Dr. Edmund C. Martin, Executive Director

of the Georgia Educational Improvement Council. Discussion centered around

common interest in early childhood education. Groundwork was laid for

future cooperation of the Georgia Center and the state agency. The Georgia

Educational Improvement Council was established by law in 1964:

Senate Bill 198 defined the purposes and functions of the Councilin Section 2, as follows:

"It shall be the purpose and function of the Council to studythe constantly changing long-range educational needs in Georgia atall levels of education in Georgia and to advise, assist andcooperate closely with the Governor, the General Assembly, the

State Board of Education, the State Board of Regents, and otherappropriate agencies, both public and private, in developingplans and programs for meeting these educational needs, and thepublic educational institutions and agencies in Georgia and suchpublic educational bodies shall cooperate and work with theCouncil and provide the Council, upon request, such informationand assistance as may be practicable and helpful to the Councilin performing its purpose and function."

Changes in Center Personnel

Dr. D. Keith Osborn has had responsibility since the fall of 1968 for

coordination between the departments concerned with early childhood educa-

tion in the School of Home Economics and in the College of Education. He

accepted during this quarter to also act as coordinator between the Center

and these two schools. The position of Associate Director for Evaluation

was declared vacant on July 7, 1969. This position had been held by

Dr. Thomas Goolsby.

PROGRAM-PROJECT REGISTER*

Revised June 30, 1969

Research and Development Center in Educational Stimulation

BR No. 5-0250

CodeNumber

Title Coordinator

01 ADMINISTRATIVE PROGRAM Eugene M. Boyce

02 SUBSTANTIVE PROGRAM Everett T. Keach

02-01 Art Project Robert B. Kent

02-02 Language Arts Project George E. Mason

02-03 Mathematics Project William D. McKillip

02-04 Music Project Gene M. Simons

02-05 Physical Education Project Billy E. Gober

02-06 Science Project Kenneth S. Ricker

02-07 Social Science Project Everett T. Keach

03 DEVELOPMENTAL PSYCHOLOGY PROGRAM Charles D. Smock

04 EVALUATION PROGRAM Position Vacant

05 TECHNICAL SUPPORT PROGRAM Eugene M. Boyce

05-01 Statistical Services Billy G. Smith

05-02 Publications Margaret B. Sullivan

05-03 Dissemination Sarah A. Duncan

05-04 Field Centers Irvin H. Cole

* Explanation of changes from the previous register to the currentregister is in the Revisions to the Program-Project Register.

-6-

REVISIONS TO

PROGRAM-PROJECT REGISTER

CodeNumber

Title Investigator

01

01-01

01-02

01-04

01-06

LANGUAGE ARTSLanguage Arts has lost its previousidentity as a program and has becomea project within the SubstantiveProgram.

Developing a Language Arts CurriculumThis project has lost its identity asa project and has become an activityin the Language Arts Project.

A Study of Written CompositionThis project was transferred as ofJune 30, 1969, and is being restruc-tured as an activity within the frame-work of the Evaluation Program.

Defining the Structure of a More EfficientEarly Word-Recognition Program

This project has lost its identity asa project and has become an activityin the Language Arts Project.

A Study of the Visual and Auditory Pre-Reading Behaviors of Young Children


-7-

George E. Mason(Coordinator)

Robert L. AaronGeorge E. Mason

L. Ramon VealMurray Tillman

George E. MasonRobert L. Aaron

George E. MasonRobert L. Aaron

REVISIONS TOPROGRAM-PROJECT REGISTER (CONT.)

MI .=

CodeNumber

01-07

01-27

01-28

01-29

01-30

01-31

01-32

Title Investigator

Replicating the Gezell Reading GradientThis project was transferred as ofJune 30, 1969, and is being restruc-tured as an activity within the frame-work of the Evaluation Program.

Continuous Stimulation in Primary GradeLanguage Arts


Development of an Oral Language Stimula-tion Program


Acquisition of a Supplementary DialectThis project has lost its identity asa project and has become an activityin the Language Arts Project.

Copying Behavior in Young ChildrenThis has been transferred to theDevelopmental Psychology Program andwill be fitted into the programmaticstructure of the Program.

A Field Test of the English CurriculumStudy Center (Georgia) CompositionProgram

This project was completed effectiveJune 30, 1969,

Syntax and Quality of Oral and WrittenComposition


-8-

Robert L. Aaron

Hazel D. SimpsonEleanor M. LaddGeorge E. Mason

Bettye L. Jennings

Richard Rystrom

Murray TillmanCharles D. Smock

Mary J. TingleL. Ramon VealSue W. Cromartie

L. Ramon Veal


CodeNumber Title Investigator

01-33

01-34

01-35

01-37

01-38

01-39

02

Supplementary Dialect Training and ReadingAchievement

This project was completed effectiveJune 30, 1969.

Excellence in Writing as a Stimulus forComposition


Relationship between Oral Language andReading Using Cloze and Multiple-ChoiceTasks


Letter-Sound Association and Learning toRecognize Printed words

This project was terminated effectiveJune 30, 1969.

Behavioral Analysis and Programming ofReading Comprehension Skills


Abstractness of Oral Language as a Pre-dictor of Reading Success


MATHEMATICSMathematics has lost its previousidentity as a program and has becomea project in the Substantive Program.

Richard Rystrom

Rachel S. SuttonEditha Mills

Albert J. KingstonWendell W. Weaver

Ira E. Aaron

Richard Rystrom

Richard Rystrom

William D. McKillip(Coordinator)



02-01

02-02

02-03

02-04

02-05

02-06

02-07

Classification Schemes for Three-Year-OldsThis project was terminated effectiveJune 30, 1969.

An Exploratory Study of the Development ofSelected Concepts in Number by Pre-SchoolChildren


An Exploratory Study of the Development ofthe Length Relations "Longer Than," "Short-er Than," "The Same Length' As" at the Agesof Four, and Five Years (Formerly Titled:An Exploratory Study of the Development ofSelected Concepts in Linear Measurement byPre-School Children)


Geometry for Four- and Five-Year-OldsThis project has lost its identity asa project and has become an activityin the Mathematics Project.

Mathematics Curriculum improvement Study--Five -Year -Olds

This project has lost its identity asa project and has become an activityin the Mathematics Project.

Adaptive Mathematics for First GradeThis project has lost its identity asa project and has become an activityin the Mathematics Project,

A Study of the Relationship of IQ, Con-servation of Numerousness and Arithme-tical problems with Four DifferentStructural Types


-10-

Joseph R. Hooten

Leslie P. Steffe

Leslie P. Steffe

G. Edith Robinson

M. L. Mahaffey

M. L. Mahaffey

Leslie P. Steffe

REVISIONS TO

PROGRAM-PROJECT REGISTER (CONT.)

CodeNumber

02-08

02-10

02-13

03

03-01

03-02

04

Title Investigator

Studies in the Development of GeometricIntuition II. Effects of Instruction


A Pilot Curriculum Endeavor in First GradeMathematics for Disadvantaged Students(Mitchell County, Georgia)

This project was terminated effectiveJune 30, 1969.

Curriculum Design and Evaluation in Mathe-matics for Children Ages Three ThroughEight


SCIENCE

Science has lost its previous identityas a program and has become a projectin the Substantive Program.

Development of Pre-Primary Science Curric-ulum

This project has lost its identity asa project and has become an activityin the Science Project.

Development of Primary Science CurriculumThis project has lost its identity asa project and has become an activityin the Science Project.

SOCIAL SCIENCESocial Science has lost its previousidentity as a program and has becomea project in the Substantive Program.

G. Edith Robinson

Leonard Pikaart

William D. McKillipJoseph R. HootenM. L. MahaffeyLeslie P. SteffeG. Edith Robinson

Kenneth S. Ricker(Coordinator)

William R. Zeitler

Kenneth S. Ricker

Everett T. Keach(Coordinator)



04-01

04-02

05

05-01

05-03

06

06-02

Social Science Educational StimulationThis project has lost its identity asa project and has become an activityin the Social Science Project.

Thelum

Development of a Sequentialin Geography for Grades K-6This project was terminatedJune 30, 1969.

Curricu-

effective

ARTArt has lost its previous identity asa program and has become a project inthe Substantive Program.

An Art Program for Stimulating Aestheticand Creative Visual Abilities in Kinder-garten


An Art Program for Young ChildrenThis project has lost its identity asa project and has become an activityin the Art Project.

MUSICMusic has lost its identity as aprogram and has become a project inthe Substantive Program

Developing a Music Curriculum for EarlyChildhood

This project has lost its identity asa project and has become an activityin the Music Project.

-12-

Michael L. HawkinsEverett T. KeachPaul E. KellyRobert N. Saveland

John BallEverett T. KeachMarion J. RiceRobert N. Saveland

Robert B. Kent(Coordinator)

Marvin Grossman

Robert B. Kent

Gene A. Simons(Coordinator)

Gene M. SimonsLois Ann ConoleyBetty Williford


CodeNumber

Title Investigator

07

07-01

07-02

08

08-07

08-10

PHYSICAL EDUCATIONPhysical Education has lost its iden-tity as a program and has become aproject in the Substantive Program.

Developing a Physical Education CurriculumThis project has lost its identity asa project and has become an activityin the Physical Education Project.

Teacher Effectiveness in Physical Educa-tion Curriculum

This project has lost its identity asa project and has become an activityin the Physical Education Project.

EVALUATIONThe Evaluation Program has retainedits status as a program; its codenumber has been changed to 04.

Educational Stimulation and Continuity ofCreative Growth

This has been transfered to theDevelopmental Psychology Program andwill be fitted into the programmaticstructure of the program.

Behavioral Response Set in Elementary SchoolChildren as Manifested by Their Charac-teristic Mode of Contacting the Environ-ment


Billy E. Gober(Coordinator)

Clifford G. LewisMarilyn VincentMary D. LeslieBilly E. Gober

Robert T. BowenMarilyn VincentThomas BigelowBilly E. Gober

Position. Vacant

E. Paul Torrance

.Paul L. Wood


CodeNumber

09

Title Investigator

DEVELOPMENTAL PSYCHOLOGYThe Developmental Phas retained its sits code number h

SUPPORT SERVICESSupport ServicTechnical Sup

sychology Programtatus as a program;

as been changed to 03.

es has become theport Program, 05.

-14-

Charles D. Smock(Coordinator)

Eugene M. Boyce

PROGRAM RESUMES

Administrative Program

Director:

Principal Staff:

Dr. Eugene M. Boyce

Dr. Everett T. KeachDr. Charles D. SmockMr. B. G. Smith

The Administrative Program is based on the concept that the

development of an R and D system is in itself a developmental process.

Organization for decision making and review exists in the Center's

Coordinating Committee, consisting of the director and the three

associate directors. Administrative support in the Center is designed

to implement the policies and decisions of this Committee.

Substantive Program

Associate Director forSubstantive Program:

Principal Staff:

Dr. Everett T. Keach

Mr.

Dr.Dr.

Dr.Dr.

Dr.

Billy E. GoberRobert B. KentGeorge E. MasonWilliam D. McKillipKenneth S. RickerGene M. Simons

The aim of this program ic to develop curriculum procedures and

materials toward the Center's goal of "optimizing cognitive. learning

-15-

and development in children 3-12 through early, continuous and sequen-

tially structured stimulation." 'Initially, efforts will be.conceritrated

on children 3-8 years of age.

Intellectual development is conceived as a process of adaptation

to the environment. Range of skills and understandings necessary for

optimal development are encompassed by the seven subject-matter areas

in which instructional procedures are being devised. These areas, as

traditionally classified, are Art, Language Arts, Mathematics, Music,

Physical Education, Science, and Social Science. The work is aimed at

unifying the emerging conceptual frameworks of the several substantive

areas by making them all consistent with a set of underlying principles

about child growth and development and a common understanding of the

way children learn.

There will be efforts in each area to make the conceptual framework

and sequence of that particular "subject" explicit and to work toward

making reinforcing or interfering links with other subject-matter areas

explicit. The experimental school serving as the site for the develop-

ment and further refinement of the unified curriculum is the Arnold

Elementary School in Clayton County, Georgia.

-16-

Developmental Psychology

Associate Director forDevelopmental Psychology:

Principal Staff:

Dr.. Charles D. Smock

Dr. M. H. TillmanOthers to be added

The aim of the Developmental Psychology Program is to provide the

theoretical and knowledge base for the Center's attempts to "optimize

cognitive learning and development in children 3-12 through early,

continuous and sequentially structured stimulation." The activities

are concerned with providing a unified psychological scheme relevent

to both the development of specific curriculum (e.g., mathematics) as

well as the more generalized cognitive. outcomes (e.g., problem solving).

Major activities include:

(1) Working with individual curriculum developers to match the content

or subject matter and the instructional process with developmental

characteristics of children.

(2) Conducting studies to answer the following questions:

a) To what extent do the acquisitions. resulting from a particular

curricular program (e.g., science) generalize or transfer to

other programs (e.g., mathematics)?

b) What are the affective and motivational consequences of the

curricular programs?

c) To what extent is acquisition of intellectual skills independent

of the cultural background or particular learning characteristics

of the children?

-17-

d) To what extent does the child's learning within the school

setting generalize to the home and/or other environmental

settings?

(3) Elucidating further the underlying developmental processes in

children.

a) Determining the effect of sequence of learning on generalization

and transfer at the different developmental levels (sensory-

motor through formal-symbolic).

b) Determining those environmental factors that facilitate the

transition from one mode of representation to a higher level

one--including the role of social experiences.

Evaluation

Associate Director forEvaluation: Position vacant since July 7

The major objective of the Evaluation Program is to determine the

effect of providing early and continuous educational stimulation to

children in comparison to what might be expected under prevailing

instructional practices. More specifically, it is to examine children

provided such stimulation from age three to age twelve.

In addition to planning and implementing the overall, summative

type of evaluation for the program, the evaluation team consults with

the curriculum developers in each subject matter area for the purpose of

formative evaluation.

In collaboration with the project coordinators for the curriculum

projects, objectives of their instruction are being spelled out in

behavioral terms suitable for establishing' the appropriateness of par-

ticular tests and test-item types for appraising achievement of these

objectives by children.in the longitudinal study who' have received early

and continuous educational stimulation designed to foster achievement

of these objectives.

Technical Su mart

Principal Staff: Mr. Irvin H. ColeMiss Sarah A. DuncanMr. B. G. SmithMiss Margaret Brett Sullivan

The Technical Support Program is staffed with specialists in data

processing, editing and publishing, communications, and school organi-

zation and administration. The primary function of this program is to

provide the R and D researchers and staff the ability to analyze and

communicate their accomplishments. The four components of the Technical

Support Program are: Statistical Services, Publications, Dissemination,

and Field Centers.

-19-

STATUS OF REVISED PROJECT RESUMES

The resumes for the. projects. in the Substantive Program are the same

as the program resumes for these areas submitted in the 1969*Program Plan.

Revised project resumes.will be.submitted in.the 1970 Program Plan.

Projects will be established in the Evaluation and Developmental

Psychology Programs and will be reported at the time they are added.

Components of the Technical Support Program were given project num-

bers for accounting purposes. However, as these are service functions

no project status will be given to them and consequently no project

resume or taxonomy will be prepared.

Project Title

Investigator

1 5 2 0 3 2 4

7 0 8 2

9 0 10 1

11 12

13 0 14 2

15 0

16 0 17 3

18 3 19 0

20 7 21 1

22 0 23 1

24 0 25 0

26 0 27 1

28 0 29 8

30 3 31 0

32 1 33 2 34

35 1 36 5

37 38 39

Date July 31, 1969

TAXONOMY CODE SHEET(Form II)

Art

Robert B. Kent*

5

1

5

40

0 6

Research and Development CenterA. Center Bureau No. in Educational Stimulation

B. Program No. Substantive Program

C. Project No. Art Project

D. Percent of TotalBudget

E. Institution Research and Development Center

F. LegislativeAuthority Cooperative Research

G. Class of Activity Development

H. Approach Combination Approach

I. Educ. level Ultim.Target group Preschool or .K with Elementary

J. Ethnic Charact.Ult. Tgt. group General Population

K. Demographic Area Not ApplicableUlt. Tgt. group (or includes all areas)

L. Spec. Char. Ultim.Target group General Population

M. Char. InstrumentalTarget group Combined Groups of Educators

Instructional SystemsN. Topical Area Code and Practices

O. Subject Matter Field The Arts

P. Acad. Area ofInvestigator Curriculum and. Instruction

Q. FY Allocation(thousands)

* D.Ed. in General Curriculum

-21-

Project Title

Investigator

1 5 2 0 3 2 4

7 0 8 2

9 0 10 2

11 12

13 0 14 2

15 0

16 0 17 3

18 3 19 0

20 7 21 1

22 0 23 1

24 0 25 0

26 0 27 1

28 0 29 8

30 3 31 0

32 1 33 1 34

35 1 36 0

37 38 39

Date July 31, 1969


Language Arts

George E. Mason*

5

3

5

40

0 6

Research and Development Center

A. Center Bureau No. in Educational Stimulation


C. Project No. Language Arts Project






I. Educ. level Ultim.Target group Preschool or. K with Elementary


K. Demographic Area Not Applicable

Ult. Tgt. group (or includes all areas)


M. Char. InstrumentalTarget group Combined. Groups of Educators

Instructional Systems

N. Topical Area Code and Practices

O. Subject Matter Field Reading, Composition, Speaking, etc.

P. Acad. Area ofInvestigator Education, otherwise unspecified*


* Ph.D. in Reading

-22-

Project Title

Investigator

1 5 2 0 3 2

7 0 8 2

9 0 10 3

11 12

13 0 14 2

15 0

16 0 17 3

18 3 19 0

20 7 21 1

22 0 23 1

24 0 25 0

26 0 27 1

28 0 29 8

30 3 31 0

32 1 33 2 34

35 1 36 0

37 38 39

Date July 31, 1969


Mathematics

William D. McKillip*

4 5 5

2

_40

0 6



C. Project No. Mathematics Project



F. LegislativeAuthority Cooperative. Research



I. Educ. level Ultim.Target group Preschool or K with Elementary






N. Topical Area Code and. Practices

0. Subject Matter Field Mathematics

P. Acad. Area ofInvestigator Education, otherwise ung ecified*


* Ed.D. in Mathematics Education

-23-


Project Title Music

Date July 31, 1969

Investigator Gene M. Simons*


1 5 2 0 3 2 4 5 5 0 6 A. Center Bureau No. in Educational Stimulation

B. Program No. Substantive Program7 0 8 2

9 0 10 4

11 12

C. Project No. Music Protect


13 0 14 2 E. Institution Research and Development Center

F. Legislative15 0 Authority Cooperative Research

16 0 17 3 G. Class.of Activity Development

18 3 19 0 H. Approach Combination Approach

I. Educ. level Ultim.20 7 21 1 Target group Preschool or K with Elementar

J. Ethnic Charact.22 0 23 1 Ult. Tgt. group General.Population

K. Demographic Area Not Applicable24 0 25 0 Ult. Tgt. group (or includes all areas)

L. Spec. Char. Ultim.26 0 27 1 Target group General Population

M. Char. Instrumental28 0 29 8 Target group Combined Groups of Educators


30 3 31 0 N. Topical Area Code and Practices

32 1 33 2 34 1 O. Subject Matter Field The Arts

P. Acad. Area of

35 1 36 0 Investigator Education, otherwise unspecified*

Q. FY Allocation37 38 39 40 (thousands)

* Ph.D. in Music Education

-24-


Project Title Ph sical Education

Investigator Billy E. Gober*

Date July 31, 1969

1 5 2 0 3 2 4 5 5 0 6 A. Center Bureau No.

7 0 8 2 B. Program No.

9 0 10 5 C. Project No.

D. Percent of11 12 Budget

13 0 14 2 E. Institut

F. Legisl15 0 Autho

16 0 17 3 G. Cla

Total

Research and Development Centerin Educational Stimulation

Substantive Program

Physical.Education Pro'ect

ion Research and Development Center

ativerity Cooperative Research

ss of Activity Development

18 3 19 0 H. Approach Combination Appa ch

20 7 21 1

22 0 23 1

24 0 25 0

26 0 27 1

28 0 29 8

30 3 31 0

32133

351

37

I. Educ. level Ultim,Target group Preschool or K with Elementary

J. Ethnic Charact.Ult. Tgt. Group General Population





3 34 1 O. Subject Matter Field Health and Safety Education

360

38 39 40



* M.Ed. in Physical Education

-25-


Project Title Science

Date July 31, 1969

Investigator Kenneth S. Ricker*


1 5 2 0 3 2 4 5 5 0 6 A. Center Bureau No. in Educational Stimulation

7 0 8 2

9 0 10 6

11 12

13 0 14 2


C. Project No.


Science Project


F. Legislative

15 0 Authority Cooperative Research

16 0 17 3 G. Class of Activity Development

18 3 19 0 H. Approach Combination Approach

20 7211

2 6

24 0

26 0

28 0

30 3

32 1

35 1

37

2 23 1

25 0

27 1

29 8

31 0

33 2 34 3

36 0

38 39 40

I. Educ. level Ultim.Target group PreschooLor.K with Elementary




M. Char. InstrumentalTarget group Combined.Groups of Educators


O. Subject Matter Field Science



* Ed.D. in Science Education

-26-

Project Title

Investigator

1 5 2 0 3 2 4

7 0 8 2

9 0 10 7

11 12

13 0 14 2

15 0

16 0 17 3

18 3 19 0

20 7 21 1

22 0 23 1

24 0 25 0

26 0 27 1

28 0 29 8

30 3 31 0

32 1 33 2 34

35 1 36 0

37 38 39

Date July 31, 1969


Social Science

Everett T. Keach*

5

4

5

40

0 6


B. Program No. Substantive Projram

C...Project No. Social Science Project






I. Educ. level Ultim.Target group Preschool or K with Elementary






O. Subject Matter Field Social Studies



* Ed.D. in Social Studies Education

-27-

Appendix I

ANNUAL MEETING OF THE NATIONALJULY 1, 2, AND 3

PANEL REPO

1. We want to repeat and reemphasiz

concept basic in an R and D Ce

tional stimulation of childr

the learning problems of d

2. We wish to restate our a

R and D Center: its st

its connection with a

and regional suppor

3. We wish to reaffi

opportunities m

1. We spec

2.

effor

gram

a

t.

ADVISORY PANEL, 1969

RT

e our belief in the fundamental

nter for early and continuous educa-

en 3 to 12, with particular emphasis on

isadvantaged children.

proval.of.the present location of this

rategic geographic location in the Southeast,

strong university and its likelihood of state

rm our belief in the value of university training

ade possible here at the University of Georgia.

Specific. Commendations

ifically commend the Center and its sponsors.for its continued

toward improved coordination, the bringing of a complex pro-

into sharper focus, and improved utilization of staff through

major reorganizational effort.

We note and commend the many useful contributions to the research and

development literature by members of the Center's staff during the

-28-

Appendix I (Cont.)

past four years. It is clear that these provide a basis for the

improvement of the instructional program being developed for the

early childhood years. The report included in the Summer, 1968,

issue of the Journal of Research and Development in Education sum-

marizes the findings and achievements of the first three years. An

updated review including the findings of the fourth year should be

prepared as soon as the relevant data have been processed. It is

also important that these findings from the preceding years be

systematically studied as a basis for revising-the program'for the

academic year 1969-70.

3. Other specific commendationi Include:

A. Provision for improved communication with the classroom teaching

staff including face-to-face interaction between teachers and

researchers and feedback from teachers to researchers by appoint-

ment of Mr. Cole and his staff of "counterparts"

B. Continuation of the developmental effort in the public school

setting in the face of obvious practical difficulties.

C. Development of a working relationship with "Follow Through,"

which may be expected to develop even under field testing oppor-

tunities and to broaden the impact of the Center's eventual output

D. Maintenance of a high level of mutual regard between the Center

staff and educators of the area

E. Further development of a truly notable level of support from the

College of Education and entire University community.

-29-

F. Recognition and initial step

niques in information mana

tion of the Data Bank

Appendix I (Cont.)

s in development of most modern tech-

gement as demonstrated in the inaugura-

G. Creation of new opportunities and methods for professional com-

munication at all lev

people to talk toget

H. Further steps towa

program within a

I. Impressive new

enthusiasm of

1. Goals and

els (a newly observed inclination of these

her)

rd integration of various activities of the

single conceptual framework

evidence of quality, spirit, and professional

the Center's growing staff.

Objectives:

The Pane

Center

s taf

st

2. H

Recommendations

1 believes that missions and objectives of such an R and D

must be redefined, understood, and shared frequently with

f members at all levels (not omitting the teachers and field

ff).

istory of the Center:

Although frequent realignment of forces has been characteristic of

the Center, there has been a substantial history of accomplishment

by this Center during its first four years that warrants realistic

assessment and reporting.

-30.

Appendix I (Cont.)

3. Focus on Disadvantaged:

Without suggesting that the Center staff has any inclination to the

contrary, the Panel reaffirms the Center's original emphasis on

educational programs to meet the needs of the disadvantaged.

4. Coordinating Committee:

A. The Panel urges the earliest possible development of a clearly

understood role for the Coordinating Committee. Work toward

formulation of general principles of program development, based

on common denominators, with program coordinators as general,0

rather than subject-matter specialists. One of the principal

roles seen for the Coordinating Committee is that of design and

execution of periodic self-evaluation.

B. "Critical Mass"--We challenge the Coordinating Committee to seek

ways to build a critical sub-mass of people with common and share-

able competencies.

C. "Forward Planning"--It seems important to the Panel that the Coor-

dinating Committee should give early attention to the planning

for the immediate future, mid-future, and distant future. Among

the topics for such planning should be anticipation of the pro-

ducts of the Center, dissemination of those products, and repli-

cation of the Center's effective programs.

Function of Evaluation:

The Panel has given special consideration to the problems and promise

of the evaluation function of this Center. It is their consensus that

-31-

Appendix I (Cont.)

this function should be perceived more broadly than it may now be by

either its director or the Coordinating Committee. In the Panel's

perception of this function, the following four sub-functions are

included:

A. Original research

B. Performance of evaluation services of all kinds for program

branches

C. Planning research ventures

D. Exploration and development of special evaluative techniques

6. Information System:

The Panel recognizes and approved the appearance of staff and facil-

ities for the development of an information.system. They agree with

initiation of the information system with establishment of a Data

Bank but recommend strongly that the system be extended to include

all elements of information management on the basis of accepted infor-

mation theory. This would imply that both the collection of incoming

information from the literature, other research efforts including

other R and D Centers and National Laboratory, and outgoing dissemin-

ation of Center-developed information should be included in this

system.

7. Focus on the Individual:

With the emerging capabilities of the Center in evaluation and infor-

mation management it becomes possible for staff members in many roles

to accumulate information of great variety about individual children.

-32--

Appendix I (Cont.)

The Panel strongly recommends the development of new emphasis on

varied observational techniques and development of case histories.

We recognize and commend the individualization techniques in some

program areas and hope these techniques will be emulated in all pro-

gram areas.

8. Enlarged Definition of Cognitive Learning:

Recognizing the range of interpretations possible in definition of

"cognitive learning," the Panel encourages the staff to adopt an

enlarged definition that includes affective characteristics of

children.

9. Enlargement of Experimental Population:

Members of the Panel are concerned about attrition in the experimental

population and recommend with emphasis that the coordinating committee

seek ways to offset that attrition by a systematic addition of exper-

imental populations.

10. Dissemination:

it is the consensus of the Panel that diSseminatian of the Center's pro-

ducts" by means of publications, is both sensible and promising, but

that other means for "transplanting" those products should be explored

at once. Specifically, it is suggested that a procedure for rotating

teachers from other school systems into service at the experimental

schools, with financial support, be initiated.

11. Preparations for Site Visit:

We urge serious consideration for advance preparation for the November

site visit including:

-33-

Appendix. I (Cont.)

A. Clarified restatement of the goals and objectives for the Center

B. Concise and realistic history of four years of work at the Center

C. Statement of "Forward Planning" including immediate future, mid-

future, and distant future

D. Estimates of.optimal and minimal cost requirements. These esti-

mates should include funds for: facilities, staff, and program

development for a five-year program in detail.

E. A summary of:

a) Projects completed

b) Projects in progress

c) Contributions to the literature (list of publications)

The Panel members offer to serve as informal critics of a preliminary

report if the Center desires this service.

Byron W. Hansford, ChairmanC. Ray CarpenterJohn DobbinJohn C. FlanaganPaul F. LazarsfeldBlanche MahoneyW. Edgar Vinacke

July 3, 1969

PublicationNumber

Appendix II

R&D PUBLICATIONSSENT TO OFFICE OF EDUCATION, WASHINGTON, D. C.

OCTOBER 8, 1969

Occasional Paper

5 Trends in Elementary Social Studiesby Everett Keach

6

Practical Papers

A Microunit to Develop the Geographic Concept: Region

by William Imperatore

7 A Comparative Study of the Efficacy of the Flash-Math Drill

Program with Second and Fourth Graders

by Sue Nutting and Len Pikaart

9 Suggested Mathematics Activities for 5-Year-Olds

by Alex F. Perrodin and Mary Juhan Larsen

10 Matchingby William McKillip

11 Fifth Grade Children's Compositionsby E. B. Mills

16 Procedures for Teaching the Alphabetby Molly Rice

17 A Bibliography of Instrumentation Methodology and Procedures

for Measurement in Early Childhood Learningby Thomas Goolsby and Barbara Darby

18 Shadow Geometryby Edith G. Robinson

-35-

PublicationNumber

Practical Papers (Continued)

Appendix II (Cont.)

19 Supplementary Program for Use with Beginning Reading Programand Beginning Music Program

by Lois Ann Conoley

20 Rural Settlement: A Fourth Grade Unit in Geographyby John Steinbrink

21 Instructional Program in Standard English--Unit I; TeachingStandard English Features

by Richard C. Rystrom, Marjorie Farris and Judy Smith

23 Instructional Program in Standard English--Unit II: Teaching

the Singular Copula/Plural Markerby Richard C. Rystrom, Marjorie Farris and Judy Smith

36 Instructional Program in Standard English--Unit III: Teaching

Reduced Consonantal Clustersby Richard C. Rystrom, Marjorie Farris and Judy Smith

2

6

7

8

9

10

Reprints and Preprints

Two Years of Teaching Preschoolers to Readby George Mason

A Developmental Art Program for Young Childrenby Marvin Grossman and Robert Kent

Primary School Physical Education Can Become a Realityby Billy Gober

Preprimary School Scienceby W. R. Zeitler

Interesting Questions in Beginning Readingby George Mason

Aspects of the Preprimary Mathematics Programby William McKillip

PublicationNumber

Reprints and Preprints (Continued)

Appendix II (Cont.)

11 Music Education is Expanding Raby Gene M. Simons

12 Early Childhood Music Curricby Gene M. Simons

13 International Education inProblems and Prospects

by Everett T. Keac

14 Preliminary Report onby W. R. Zeitle

16 Alternation BehaviStatus Groups

by G. S. St

17 Perceptual Styby Marvi

18 Children'sEducation

by Charles D. Smock

8

9

11

r

ulum

idly at University of Georgia

the Elementary Schools--Some

, Jr.

a Preprimary Science Program

or by Children from Lower Socioeconomic

rain

le, Creativity, and Various Drawing Abilitiesn Grossman

Conception of Reality: Some Implications for

Research Papers

Longitudinal Case Study Analysis of the Development ofConservation of Numbers and Certain Sbbskills

by Therry Deal

Relationship between Oral Language and Reading Using Clozeand Multiple-Choice Tasks

by Albert J. Kingston, Wendell W. Weaver and A. C. Bickley

Evaluation of Cognitive Development: An ObservationalTechnique--Pre-Mathematic Skills

by Thomas M. Goolsby, Jr.

-37-

PublicationNumber

4

Appendix II (Cont.)

Technical Papers

1 The Sociology of Early Childhood Education: A Review ofLiterature

by Carolyn Turknett

Syntax of Preschool Fluent and Dysfluent Speech: A Trans-formational Analysis

by John R. Muma

5 Psychological Effects of Acceleration of Complex Motor Skillsby B. W. Gabrielsen, John L. Wood and Charles D. Smock

Documents

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